Waikato Home
TEEDU300-23I (NET)
Concepts of Learning and Teaching 3
15 Points
Staff
Convenor(s)
|
Kerry Earl Rinehart
4506
TL.3.12
kerry.earlrinehart@waikato.ac.nz
|
|
Lecturer(s)
|
Kerry Earl Rinehart
4506
TL.3.12
kerry.earlrinehart@waikato.ac.nz
|
|
Administrator(s)
Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
-
Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
- For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
What this paper is about
Welcome to TEEDU300.
This paper develops and sustains a number of connections to:
- your beliefs and practices as a member of a professional group
- effective pedagogy and your developing pedagogy
- assessment practices and the use of assessment evidence
- your ongoing development of effective communication (written and oral) and professional relationships
This paper critically examines educational issues, and current and innovative approaches to learning, teaching and assessment. It focuses on teaching as inquiry and emphasises evidence-based decision-making about teaching and learning.
How this paper will be taught
This paper is a compulsory paper in the Bachelor of Teaching degree. TEEDU300 will be taught during the first weeks of A Trimester. Teaching and learning will be conducted online through Moodle, the use of Zoom and Panopto. Most of the class activity is asynchronous. Any synchronous activity will be negotiated to suit everyone.
This paper is taught fully online and will run between 27 February and 9 June. Lectures will be uploaded on Moodle, and tutorial activities will be asynchronous (via Moodle Forums).
This course has a credit value of 15 points. It is expected that students will complete a minimum of 150 hours of study to successfully obtain a passing grade for this course. These hours are made up of online teaching hours and independent learning tasks. The remainder of the time is intended to be used as personal study and preparation time to complete assessment tasks and readings. For clarity of the expected hours plan for 2 hrs engagement with viewing or zoom tutorial plus 2 hrs of online tasks. Plus independent study and assignment preparation.
Professional requirements
On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:
- of good character
- are fit to be a teacher
- have met the Standards for the teaching profession.
A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Programme Leader that you have displayed the attributes required of an effective teacher.
These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Code of Professional Responsibility and Standards.
Required Readings
The required readings for the paper are available on Talis at this URL https://waikato.rl.talis.com/index.html. The reading list can also be accessed via the Reading List tab on Moodle or from the Reading List tab on the Library homepage.
Recommended Books to reference
Fraser, D., & Hill, M. (2016). (Eds.). The professional practice of teaching in New Zealand (5th ed.). South Melbourne, Vic: Cengage
or
Hill, M., & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th ed.).
Duchesne, S., & McMaugh, A. (Eds.) (2016). Educational psychology for learning and teaching (5th ed.). Cengage
Hubbard, R., & Miller Power, B. (2003). The art of classroom inquiry: A handbook for teacher-researchers (Rev.ed.). Portsmouth, NH, USA: Heinemann
Books can be purchased through the Bookstore on campus or through online websites such as The Book Depository http://www.bookdepository.co.uk/)
You are also expected to source relevant reading material independently through the Library catalogue and databases in accordance with your specific interests and assignment work in this paper.
Learning Outcomes
Students who successfully complete the course should be able to:
Assessments
How you will be assessed
Assignment One requires you to answer short-answer questions demonstrating your knowledge and understanding of teaching as inquiry. [LO 2]
Assignment Two is aimed at demonstrating your knowledge acquisition, application and transfer into practice regarding the nature and use of assessment evidence particularly your data literacy. [LO 5, 6]
Assignment Three asks you to critically examine the importance of developing effective communication and relationships with colleagues, and strengthening authentic partnerships with whanau and the local community to support children's learning. You will prepare and present a recorded interview response answering a question about an aspect of communication and school-community relationships. [LO 1,3,4]
Marking criteria are specified on each assignment's Marking-Feedback sheet provided in Moodle.
Assignment One is in a quiz format and conducted online in Moodle with short answer items. Students will be allowed one hour to complete the quiz.
Assignment Two is a quiz conducted online in Moodle with mostly multi-choice items. Students will be allowed one hour to complete the quiz.
Assignment One will be submitted as a link included as part of a cover page in an assignment submission forum in Moodle.
If you cannot meet the deadline for a significant reason you need to follow the procedures outlined below in requesting extensions. Quiz assignments can be rescheduled if arrangements are made in advance. Submitted work will be marked and returned to you via Moodle.
In recognition of the status of the Māori language as a tāonga protected under the Treaty of Waitangi, and within the spirit of the Māori Language Act 1987, the University of Waikato endorses the right of its students to use the Māori language in written work for assessment within the University. If you intend to present all or part of an internally assessed work in Māori you are requested to give at least 14 days’ notice of this intention of doing so in writing to your lecturer. This helps ensure that we have the time and opportunity to make proper arrangements for marking including, when necessary, translation and external assessment. If less than 14 days' notice is given, the material presented in Māori will still be accepted. The processing of it may, however, be delayed and the opportunity to have the script marked in the original language may be reduced.
Passing this Paper
To pass the paper overall, you need to attain a final grade of 50% or over, across the three assessments. If you do not obtain a passing grade for a particular assessment item, you will still pass the course if your overall mark reaches 50%. The schedule of grades used by the University and the range of marks represented by each grade is as follows:
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.